few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Investigate chance processes and develop, use, and evaluate probability models.

Interpret linear models.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate patterns of association in bivariate data.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use random sampling to draw inferences about a population.

Use probability to evaluate outcomes of decisions.

Summarize and describe distributions.

Understand and evaluate random processes underlying statistical experiments.

Understand independence and conditional probability and use them to interpret data.

Calculate expected values and use them to solve problems.

Develop understanding of statistical variability.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Draw informal comparative inferences about two populations.

Summarize, represent, and interpret data on two categorical and quantitative variables.
problem_activity: Task
The 54 students in one of several middle school classrooms were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below.
|     Likes Rap     | Doesn't Like Rap | Row Totals |
|-------------------|------------------|------------|
|    Likes Rock     |                  |            |
| Doesn't Like Rock |                  |            |
|   Column Totals   |                  |            |
Is this a random sample, one that fairly represents the opinions of all students in the middle school?
What percentage of the students in the classroom like rock?
Is there evidence in this sample of a positive association in this class between liking rock and liking rap? Justify your answer by pointing out a feature of the table that supports it.
Explain why the results for this classroom might not generalize to the entire middle school.


correct_option_index: 8

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